- Email: [email protected]
In Quest for Better Understanding of Student Learning Experiences
Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
WCES 2012
In quest for better understanding of student learning experiences Taina Kaivola a * a b
b
, Juha Taina c
Adjunct Professor Taina Kaivola, Faculty of Science, FI-00014 University of Helsinki, Finland , Faculty of Veterinary Medicine, FI-00014 University of Helsinki, Finland c Doctor Juha Taina, Faculty of Science, FI-00014 University of Helsinki, Finland
Abstract This paper discusses students understanding of their own learning experiences in higher education. The purpose of the study was to find out what kinds of meaningful learning experiences the students gain during courses in which the teaching methods are purposefully tuned to facilitate shared understanding, problem solving and creativity. The data consists of observations of the three different teaching events as well as thirteen taped and transcribed in-depth interviews with voluntary students. The research questions looked into probe student aims and understanding when studying, and the role of learning environments and expectations of the competences produced during these monitored learning processes. Our data suggest that peer-to-peer interaction and working in collaborative groups facilitates knowledge building and, by implication, promote experiences of transformative learning. 2012Published PublishedbybyElsevier Elsevier Ltd. © 2012 Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Keywords: Transformative learning, self-regulation, science education, veterinary medicine, study skills
1. Introduction This article discusses students understanding of their own learning experiences in higher education. The purpose of the study was to find out what kinds of meaningful learning experiences the students gain during courses in which the teaching methods are purposefully tuned to facilitate shared understanding, problem solving and creativity. We were curious to uncover how students respond to classes in which active participation during group, and reflective thinking were called into play. By monitoring the learning sessions and interviewing students in three different branches of science and medicine we aimed to identify transformative learning experiences and the variations in different contexts or frames of reference (Mezirow 1997). The activities the students undertook outside ordinary teaching methods were building Lego robots in computer science, creating clay models of animal blood-vascular systems in veterinary medicine, and self-evaluating study skills in order to, among other problems, prevent the dragging of their studies (Figure 1). The scope of the study is qualitative with some connection to mixed methods research (see for example Creswell & Plano Clark 2011). The data consists of observations of the three different teaching events as well as thirteen taped and transcribed in-depth interviews with voluntary students. The research questions looked into probe student aims and understanding when studying, the role of learning environments and the expectations of the competences *
Taina Kaivola Tel. +358-050-368 3920 E-mail address: [email protected]
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi:10.1016/j.sbspro.2012.05.057
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
9
produced during these monitored learning processes. This study is part of a multidisciplinary research project in which the student achievement and approaches to studying are scrutinized from the point of view of pedagogical content knowledge and learning environments. In this article we concentrate on answering two research questions: (1) How can we identify meaningful and transformative learning experiences in computer science, educational of reference?
Figure 1. Student hands-on programming activities in the Computer Science Robot Lab; creating clay models of animal blood-vascular systems in veterinary medicine; and reflecting on study skills. The student poster on the left hand side highlights challenges in time management and separating studying from free time activities. Fotos are taken by the authors.
2. The context and data The informants of this study were bachelor-level students. Most of the interviewed students were taking their first or second year studies at the university. The first group of informants came from the Faculty of Veterinary Medicine. The observed teaching session took place at the end of a course concentrating on animal blood-vascular systems. The teaching activities included theoretical lectures and dissection sessions in the laboratory. At the end of the course a wrap-up session was arranged in order to promote deep learning and memorization of the main characteristics of animal blood-vascular systems. The studying method included creating models of entrails like veins and the heart in clay. The Faculty is nationally responsible for the basic education of veterinary surgeons in Finland and research as well as for scientific postgraduate studies and vocational further and extension studies. The
10
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
Faculty has approximately 400 first degree students, 90 students engaged in scientific postgraduate studies and 120 students studying for the specialist degree. It has a staff of approximately 120 individuals. The second group of informants represents computer science activities during a course on programming, testing and building functioning robots from Lego pieces. The target of the course was to encourage the students to engage in hands-on activities and apply new knowledge in creating new types of technical gadgets. The third example comes from the same Kumpula Science Campus as the robot lab. The Study Skills course of two European Credit Units invites all students at campus to reflect on their current abilities to study more efficiently in a goal-oriented manner. The main target group of this course takes place once or twice every academic year, and the participants mostly consist of students having difficulties with time managements and self-regulation. The purpose of this course is to encourage and motivate the student to cope with their various difficulties (Kaivola & Lokki 2011). The Kumpula Science Campus includes Departments of Physics, Chemistry, Mathematics and Statistics, Computer Science as well as Geosciences and Geography of the Faculty of Science of the University of Helsinki. The campus offers study and research facilities for 6,000 students and 1,000 teachers. The data was collected during the spring term of 2011. All three authors participated in interviewing the students and observing them working in classes. Altogether fifteen in-depth interviews were conducted with voluntary interviewees. The interviews were transcribed and saved as Word documents. The results and initial conclusions were discussed by the researchers. This iteration process confirmed our interpretations of the data investigated. 2.1. What do we mean by transformative learning? Transformative learning (Mezirow 1997, Cooper 2009) is the process of effecting change in a frame of reference. Students in higher education, even the newcomers, have acquired quite coherent body of experience in navigating new learning environments. Students need self-regulation abilities such as, for example, associations, values, feelings and new concepts in order to adapt. Their frames of reference develop and deepen along with their new approaches to studying and adjusting to the studying culture of the department. As an outcome, transformative learning develops autonomous in-depth thinking. On the other hand, Dirkx (2008, 9) points out the important meaning of emotions in adult education. Adult learners experience affect and emotion in a range from positive and energizing to negative and distracting. Emotions are also experienced in other ways as well, such as anger over something in the educational environment that may energize the learning experience or elation that blinds one to more difficult aspects of the experience. Learners may also experience emotions arising from within or evoked by the learning environment itself, or they may be struggling with personal issues in their everyday lives. In creating an encouraging environment where students are expected to engage in critical thinking, we must first assure the students that they have the ability to think. Students, who have been long trained to believe in their academic ignorance and inability to think, do not spontaneously think critically. They listen to teachers telling them they have such intelligence and ability, but they do not necessarily feel it as a part of themselves. They have to reexamine their basic, personal meaning perspectives before they can critically reflect sufficiently to experience a reassessment of their skills and competences (Cohen 1997, 64). According to Mezirow (1997, 7) the first process in transformative learning is to elaborate an existing point of view. A second way for learning is to establish new points of view. Furthermore, the third way to learn is to transform ones point of view. Finally, we may transform our ethnocentric habit of mind by becoming aware and critically reflective of our generalized bias in the way we view groups other than our own. Such transformations are less common and more difficult. In general, transformative changes do not take place in learning as long as what we learn fits comfortably in our existing frames of reference. -regulation in higher education. Research into concepts such as the conceptions of learning he situation in which a student has become acquainted with the aims and
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
11
pedagogical thinking (Byman & Kansanen, 2008, 617); teachers are expected to know the aims of the curriculum and the values behind them. Cooper (2009) has listed student characteristics and roles facilitating transformative learning. Reflecting on the contexts and approaches to studying in our university, there are some interesting issues to look into. First of all, Cooper claims that students must be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions. They must be ready for and open to change. Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation in studying environments promoting for example deep learning and creativity. Students must be willing and able to integrate critical reflection into their studies in higher education as well as their personal lives. 3. The Results In order to answer to our research questions we adapted the cumulative definition of transformative learning by Mezirow (1997, 7). The first question was about how to identify and raise the awareness of this cumulative phenomenon? Table 1 illustrates the levels of transformation with direct quotes from the interviews. Table 1. Examples of transformative learning in practice in higher education. Informants
Programming and building Lego robots
Creating clay models of animal blood vascular systems in veterinary science
Self-evaluating and improving study skills
Elaborating an existing point of view
If I had taken this course a year ago, I would have learned very much. No I was entertained and had fun, got some credit points (ra).
Clay modelling is useful, effective and fun. There should be more of these kinds of hands-on activities available (em).
Working in small groups and participating in activities like creating posters about time management etc. (te)
Creating new points of view
The hands-on approach was great, but the sessions included too much free choices creating uncertainly and bias (rr).
I thought that I knew already where and how the vascular system runs. In three dimensional spaces I became unsure of my knowledge (ve).
I need more motivation and tips in order to keep in the track as the contents of the disciplines get more and more difficult (tp).
Transforming ones point of view
The learning environment in the lab was somewhat restless, a lot of chatting and buzzing around. However, at the time we started everyone who took part entered into the spirit of the enthusiasm of the lab (rh).
Transforming and becoming critically reflective
I started the robot course with zero expectations and went to the lab. When I got the Lego pieces in my hands I was away. At the end I did not pass the course, but I do not mind at all. I learned a lot and it means a lot to me (ro).
between the disciplines in order to create connections explaining for example why some anatomical construction is important. To my mind it helps memorizing understanding (vs). Some students in my group took a wrong direction with the veins. Suddenly we all started to reflect together where the veins really should be placed and why (vm).
Cornell Notes note taking technique impressed me and some of my mates. To my mind, it was the main result. It turned out to be useful even in mathematics; I have heard (tk).
I had to give a short presentation on time management with my peer group. I was nervous about the performance. Everybody in the class listened and nodded sympathetically. It was a very liberating experience (tn).
12
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
Our data suggest quite clearly that peer-to-peer interaction and working in collaborative groups facilitates knowledge building and, by implication, promotes experiences of transformative learning. Depending of the context and the characteristics of content knowledge the interviewed students expressed their wishes and aspirations clearly. Although, however, some of the informants or perhaps we should say all too many especially at the Kumpula Science Campus could not name or indentify any spirited learning experiences with transformative features. The role of learning environments from the student point of view was twofold. On the one hand they appreciate the academic freedom compared to studies in upper secondary school although hanging around in social environments and quasi-studying slows down studies. The frame of reference may be unclear or discipline studied may not meet the expectations of all the students. These problems were evident in the second and third case group. On the other hand the data analysis confirms the observations made at the robot lab that research based hands-on activities motivate and activate the students to think autonomously, sharing ideas and working collaboratively. It was also very encouraging to observe the enthusiasm associated with the hands-on activities and learning to know new types of studying techniques. And, last but not least, the evidence from the interviews indicate quite clearly that joy, happiness and sense of belonging as well as other indicators of emotions were present in the classes. 4. Conclusions In conclusion we will briefly highlight the main character of the student views and approaches to studying. The students in veterinary science share a strong inclination to studying because they appreciate becoming veterinary experts. As a whole, they possess a solid and encouraging self-belief that they are talented students. However, the The students in computer science had a high self esteem connected to the tasks required during the robot lab course but compared to the students in veterinary science they shared a more uncertain view of their professional development and success in studies. The third group in focus consisted of students who wanted to improve their study skills. They seemed to be further unsure about their achievements and prospects for the future. The practical advises about note taking techniques and time management were appreciated but not properly assimilated in their actions. References Byman, R. & Kansanen, P. (2008). -determination and volition theories. Scandinavian Journal of Educational Research, 52, 603 621. Cohen, L. R. (1997). New Directions for Adult and Continuing Education, 74, 61-68. Cooper, S. (2009). Theories of learning in educational psychology. Jack Mezirow: Transformational Learning Theory. http://www.lifecirclesinc.com/Learningtheories/humanist/mezirow.html, accessed November 28, 2011. Creswell, J. W. & Plano Clark V. L. (2011). Designing and Conducting Mixed Methods Research. (2nd ed.). London: Sage. Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult And Continuing Education, 120, pp. 7-18. Kaivola, T. & Lokki, H. (2010). Using concept mapping as a note taking tool to computer science. CMC 2010, conference on concept mapping. In J. A. D. Novak (Eds.), Concept Maps: Making Learning Meaningful (pp. 460 466). Fourth International Conference on Concept Mapping/Cuarto Congreso Internacional Sobre Mapas Conceptuales. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, pp. 5-12. htivuoriof ICTs in teaching. Scandinavian Journal of Educational Research, 55, 5, pp. 537-550.
Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
WCES 2012
In quest for better understanding of student learning experiences Taina Kaivola a * a b
b
, Juha Taina c
Adjunct Professor Taina Kaivola, Faculty of Science, FI-00014 University of Helsinki, Finland , Faculty of Veterinary Medicine, FI-00014 University of Helsinki, Finland c Doctor Juha Taina, Faculty of Science, FI-00014 University of Helsinki, Finland
Abstract This paper discusses students understanding of their own learning experiences in higher education. The purpose of the study was to find out what kinds of meaningful learning experiences the students gain during courses in which the teaching methods are purposefully tuned to facilitate shared understanding, problem solving and creativity. The data consists of observations of the three different teaching events as well as thirteen taped and transcribed in-depth interviews with voluntary students. The research questions looked into probe student aims and understanding when studying, and the role of learning environments and expectations of the competences produced during these monitored learning processes. Our data suggest that peer-to-peer interaction and working in collaborative groups facilitates knowledge building and, by implication, promote experiences of transformative learning. 2012Published PublishedbybyElsevier Elsevier Ltd. © 2012 Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Keywords: Transformative learning, self-regulation, science education, veterinary medicine, study skills
1. Introduction This article discusses students understanding of their own learning experiences in higher education. The purpose of the study was to find out what kinds of meaningful learning experiences the students gain during courses in which the teaching methods are purposefully tuned to facilitate shared understanding, problem solving and creativity. We were curious to uncover how students respond to classes in which active participation during group, and reflective thinking were called into play. By monitoring the learning sessions and interviewing students in three different branches of science and medicine we aimed to identify transformative learning experiences and the variations in different contexts or frames of reference (Mezirow 1997). The activities the students undertook outside ordinary teaching methods were building Lego robots in computer science, creating clay models of animal blood-vascular systems in veterinary medicine, and self-evaluating study skills in order to, among other problems, prevent the dragging of their studies (Figure 1). The scope of the study is qualitative with some connection to mixed methods research (see for example Creswell & Plano Clark 2011). The data consists of observations of the three different teaching events as well as thirteen taped and transcribed in-depth interviews with voluntary students. The research questions looked into probe student aims and understanding when studying, the role of learning environments and the expectations of the competences *
Taina Kaivola Tel. +358-050-368 3920 E-mail address: [email protected]
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi:10.1016/j.sbspro.2012.05.057
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
9
produced during these monitored learning processes. This study is part of a multidisciplinary research project in which the student achievement and approaches to studying are scrutinized from the point of view of pedagogical content knowledge and learning environments. In this article we concentrate on answering two research questions: (1) How can we identify meaningful and transformative learning experiences in computer science, educational of reference?
Figure 1. Student hands-on programming activities in the Computer Science Robot Lab; creating clay models of animal blood-vascular systems in veterinary medicine; and reflecting on study skills. The student poster on the left hand side highlights challenges in time management and separating studying from free time activities. Fotos are taken by the authors.
2. The context and data The informants of this study were bachelor-level students. Most of the interviewed students were taking their first or second year studies at the university. The first group of informants came from the Faculty of Veterinary Medicine. The observed teaching session took place at the end of a course concentrating on animal blood-vascular systems. The teaching activities included theoretical lectures and dissection sessions in the laboratory. At the end of the course a wrap-up session was arranged in order to promote deep learning and memorization of the main characteristics of animal blood-vascular systems. The studying method included creating models of entrails like veins and the heart in clay. The Faculty is nationally responsible for the basic education of veterinary surgeons in Finland and research as well as for scientific postgraduate studies and vocational further and extension studies. The
10
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
Faculty has approximately 400 first degree students, 90 students engaged in scientific postgraduate studies and 120 students studying for the specialist degree. It has a staff of approximately 120 individuals. The second group of informants represents computer science activities during a course on programming, testing and building functioning robots from Lego pieces. The target of the course was to encourage the students to engage in hands-on activities and apply new knowledge in creating new types of technical gadgets. The third example comes from the same Kumpula Science Campus as the robot lab. The Study Skills course of two European Credit Units invites all students at campus to reflect on their current abilities to study more efficiently in a goal-oriented manner. The main target group of this course takes place once or twice every academic year, and the participants mostly consist of students having difficulties with time managements and self-regulation. The purpose of this course is to encourage and motivate the student to cope with their various difficulties (Kaivola & Lokki 2011). The Kumpula Science Campus includes Departments of Physics, Chemistry, Mathematics and Statistics, Computer Science as well as Geosciences and Geography of the Faculty of Science of the University of Helsinki. The campus offers study and research facilities for 6,000 students and 1,000 teachers. The data was collected during the spring term of 2011. All three authors participated in interviewing the students and observing them working in classes. Altogether fifteen in-depth interviews were conducted with voluntary interviewees. The interviews were transcribed and saved as Word documents. The results and initial conclusions were discussed by the researchers. This iteration process confirmed our interpretations of the data investigated. 2.1. What do we mean by transformative learning? Transformative learning (Mezirow 1997, Cooper 2009) is the process of effecting change in a frame of reference. Students in higher education, even the newcomers, have acquired quite coherent body of experience in navigating new learning environments. Students need self-regulation abilities such as, for example, associations, values, feelings and new concepts in order to adapt. Their frames of reference develop and deepen along with their new approaches to studying and adjusting to the studying culture of the department. As an outcome, transformative learning develops autonomous in-depth thinking. On the other hand, Dirkx (2008, 9) points out the important meaning of emotions in adult education. Adult learners experience affect and emotion in a range from positive and energizing to negative and distracting. Emotions are also experienced in other ways as well, such as anger over something in the educational environment that may energize the learning experience or elation that blinds one to more difficult aspects of the experience. Learners may also experience emotions arising from within or evoked by the learning environment itself, or they may be struggling with personal issues in their everyday lives. In creating an encouraging environment where students are expected to engage in critical thinking, we must first assure the students that they have the ability to think. Students, who have been long trained to believe in their academic ignorance and inability to think, do not spontaneously think critically. They listen to teachers telling them they have such intelligence and ability, but they do not necessarily feel it as a part of themselves. They have to reexamine their basic, personal meaning perspectives before they can critically reflect sufficiently to experience a reassessment of their skills and competences (Cohen 1997, 64). According to Mezirow (1997, 7) the first process in transformative learning is to elaborate an existing point of view. A second way for learning is to establish new points of view. Furthermore, the third way to learn is to transform ones point of view. Finally, we may transform our ethnocentric habit of mind by becoming aware and critically reflective of our generalized bias in the way we view groups other than our own. Such transformations are less common and more difficult. In general, transformative changes do not take place in learning as long as what we learn fits comfortably in our existing frames of reference. -regulation in higher education. Research into concepts such as the conceptions of learning he situation in which a student has become acquainted with the aims and
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
11
pedagogical thinking (Byman & Kansanen, 2008, 617); teachers are expected to know the aims of the curriculum and the values behind them. Cooper (2009) has listed student characteristics and roles facilitating transformative learning. Reflecting on the contexts and approaches to studying in our university, there are some interesting issues to look into. First of all, Cooper claims that students must be free to determine their own reality, as opposed to social realities defined by others or by cultural institutions. They must be ready for and open to change. Those with a wider variety of life experiences, including prior stressful life events, are likely to experience more transformation in studying environments promoting for example deep learning and creativity. Students must be willing and able to integrate critical reflection into their studies in higher education as well as their personal lives. 3. The Results In order to answer to our research questions we adapted the cumulative definition of transformative learning by Mezirow (1997, 7). The first question was about how to identify and raise the awareness of this cumulative phenomenon? Table 1 illustrates the levels of transformation with direct quotes from the interviews. Table 1. Examples of transformative learning in practice in higher education. Informants
Programming and building Lego robots
Creating clay models of animal blood vascular systems in veterinary science
Self-evaluating and improving study skills
Elaborating an existing point of view
If I had taken this course a year ago, I would have learned very much. No I was entertained and had fun, got some credit points (ra).
Clay modelling is useful, effective and fun. There should be more of these kinds of hands-on activities available (em).
Working in small groups and participating in activities like creating posters about time management etc. (te)
Creating new points of view
The hands-on approach was great, but the sessions included too much free choices creating uncertainly and bias (rr).
I thought that I knew already where and how the vascular system runs. In three dimensional spaces I became unsure of my knowledge (ve).
I need more motivation and tips in order to keep in the track as the contents of the disciplines get more and more difficult (tp).
Transforming ones point of view
The learning environment in the lab was somewhat restless, a lot of chatting and buzzing around. However, at the time we started everyone who took part entered into the spirit of the enthusiasm of the lab (rh).
Transforming and becoming critically reflective
I started the robot course with zero expectations and went to the lab. When I got the Lego pieces in my hands I was away. At the end I did not pass the course, but I do not mind at all. I learned a lot and it means a lot to me (ro).
between the disciplines in order to create connections explaining for example why some anatomical construction is important. To my mind it helps memorizing understanding (vs). Some students in my group took a wrong direction with the veins. Suddenly we all started to reflect together where the veins really should be placed and why (vm).
Cornell Notes note taking technique impressed me and some of my mates. To my mind, it was the main result. It turned out to be useful even in mathematics; I have heard (tk).
I had to give a short presentation on time management with my peer group. I was nervous about the performance. Everybody in the class listened and nodded sympathetically. It was a very liberating experience (tn).
12
Taina Kaivola et al. / Procedia - Social and Behavioral Sciences 46 (2012) 8 – 12
Our data suggest quite clearly that peer-to-peer interaction and working in collaborative groups facilitates knowledge building and, by implication, promotes experiences of transformative learning. Depending of the context and the characteristics of content knowledge the interviewed students expressed their wishes and aspirations clearly. Although, however, some of the informants or perhaps we should say all too many especially at the Kumpula Science Campus could not name or indentify any spirited learning experiences with transformative features. The role of learning environments from the student point of view was twofold. On the one hand they appreciate the academic freedom compared to studies in upper secondary school although hanging around in social environments and quasi-studying slows down studies. The frame of reference may be unclear or discipline studied may not meet the expectations of all the students. These problems were evident in the second and third case group. On the other hand the data analysis confirms the observations made at the robot lab that research based hands-on activities motivate and activate the students to think autonomously, sharing ideas and working collaboratively. It was also very encouraging to observe the enthusiasm associated with the hands-on activities and learning to know new types of studying techniques. And, last but not least, the evidence from the interviews indicate quite clearly that joy, happiness and sense of belonging as well as other indicators of emotions were present in the classes. 4. Conclusions In conclusion we will briefly highlight the main character of the student views and approaches to studying. The students in veterinary science share a strong inclination to studying because they appreciate becoming veterinary experts. As a whole, they possess a solid and encouraging self-belief that they are talented students. However, the The students in computer science had a high self esteem connected to the tasks required during the robot lab course but compared to the students in veterinary science they shared a more uncertain view of their professional development and success in studies. The third group in focus consisted of students who wanted to improve their study skills. They seemed to be further unsure about their achievements and prospects for the future. The practical advises about note taking techniques and time management were appreciated but not properly assimilated in their actions. References Byman, R. & Kansanen, P. (2008). -determination and volition theories. Scandinavian Journal of Educational Research, 52, 603 621. Cohen, L. R. (1997). New Directions for Adult and Continuing Education, 74, 61-68. Cooper, S. (2009). Theories of learning in educational psychology. Jack Mezirow: Transformational Learning Theory. http://www.lifecirclesinc.com/Learningtheories/humanist/mezirow.html, accessed November 28, 2011. Creswell, J. W. & Plano Clark V. L. (2011). Designing and Conducting Mixed Methods Research. (2nd ed.). London: Sage. Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult And Continuing Education, 120, pp. 7-18. Kaivola, T. & Lokki, H. (2010). Using concept mapping as a note taking tool to computer science. CMC 2010, conference on concept mapping. In J. A. D. Novak (Eds.), Concept Maps: Making Learning Meaningful (pp. 460 466). Fourth International Conference on Concept Mapping/Cuarto Congreso Internacional Sobre Mapas Conceptuales. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, pp. 5-12. htivuoriof ICTs in teaching. Scandinavian Journal of Educational Research, 55, 5, pp. 537-550.